KMB117 Introduction to Composition and Songwriting
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | KMB117 |
|---|---|
| Assumed Knowledge: | An understanding of the fundamentals of melody, harmony and rhythm and the ability to demonstrate these fundamentals with voice and instrument/s. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $1,164 |
| Pre-2021 CSP student contribution | $996 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $4,356 |
| International unit fee | $4,668 |
Unit Outline: Semester 1 2025, Kelvin Grove, Internal
| Unit code: | KMB117 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | An understanding of the fundamentals of melody, harmony and rhythm and the ability to demonstrate these fundamentals with voice and instrument/s. |
| Coordinator: | Dominic Kingsford-Ross | dominic.kingsford@qut.edu.au |
Overview
This unit introduces students to the fundamental principles and techniques of composing and songwriting. Through a combination of theoretical learning, practical exercises, and analysis of a diverse range of musical works, students will develop their creative skills and gain a deeper understanding of the art of composing and songwriting. The unit will cover topics such as melody, harmony, rhythm, lyrics, form, and arrangement.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate appropriate listening skills to recognise, differentiate and analyse key fundamental elements in the organisation of music and sound.
- Represent and discuss basic musical and sonic concepts, techniques and ideas using a variety of structures, skills, and literacies.
- Apply your understanding of basic music theory and organisational structures to musical works in a range of styles, settings and practices.
Content
In this unit, students will analyse and critically evaluate compositions and songs of various styles and genres to better understand different approaches and techniques. In order to assist students to develop and refine their individual creative voice, theoretical and aural skills will be covered in weekly workshops followed by experimentation with different musical elements and styles. Students will apply their developing musicianship to compose melodies, harmonies and rhythmic patterns to effectively convey ideas in a diverse range of contexts. In addition, students will develop knowledge and skills in lyric writing.
Students will develop a practical understanding and awareness of ethical contemporary songwriting practices, with consideration of Indigenous perspectives, sustainable performing practices emphasised as key pathways to sustainable careers in music.
Learning Approaches
This unit adopts a blended learning approach through a range of learning experiences including online and in-class lectures, workshops and seminars. Using a combination of teacher-directed and student-led activities, students will discuss, critique and co-create music and sound materials from a wide range of sources. Ensemble-led learning opportunities will promote opportunities for knowledge sharing, collaboration and community empowerment.
Feedback on Learning and Assessment
Learning and assessment are supported by a range of weekly activities and tasks where you will receive formative feedback on your progress in this unit. These activities and tasks are designed to help develop the skills and understanding you will need to successfully complete assessment items.
Assessment
Overview
The first assessment task evaluates your developing critical, theoretical and listening skills through a comparative analysis of two contrasting musical works. The second assessment task is a portfolio of selected works derived from weekly group tasks and performances. This assessment also includes peer review. The final task is an authentic assessment requiring you to compose a work in any style or genre, submitted as both a recording and score.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Comparative music analysis
The first assessment task evaluates your developing critical, theoretical and listening skills through a comparative analysis of two contrasting musical works. This is a written task of approximately 1200 words, and should include score excerpts where relevant, and links to specific musical excerpts.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Portfolio
A portfolio of selected works derived from weekly group tasks and performances demonstrating your understanding of songwriting concepts, practices and contexts. This task includes live performance, audio recordings of work developed, scores and charts. This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Final Composition
Compose a complete musical work in any style or genre of an appropriate length negotiated with your tutor. This should demonstrate at least three (3) compositional techniques or devices drawn from the lecture and workshop content. Provide an accompanying report of the compositional process including an analysis of musical elements. Provide an accurate visual representation of the song in the form of either a score or lead sheet using industry standard music publishing software. This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students and staff who access campus buildings are requested to review the Health and Safety information on the HiQ web pages (CIESJ Tier 1 General HSE requirements).
This unit also requires a Tier 2 CIESJ Health and Safety Induction and Tier 2 KG Studios induction. This must be completed online.which is provided by the technician on site in the theatre, workshop or studio.
Resources
Online readings will be made available from the Canvas site.
Resource Materials
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 CIESJ General Health and Safety Induction and Tier 2 KG Studios and Workshops induction.
- Excessive noise in confined spaces can damage hearing. Exposure to such noise should be brief and controlled.
- Personal injury is possible from incorrectly lifting heavy electronic or acoustic instruments or equipment
- The physical demands of playing instruments may cause injuries such as repetitive strain injury. If in doubt consult a physician
- The use of electronic instruments and equipment may cause electrocution if handled incorrectly or an electrical fault occurs. Always ensure your equipment has been regularly tested by a qualified electrician
- Musical, electrical and computer equipment is prone to failure. Any loss of time for such failures should be accounted for in your planning
- Safety of data storage can never be fully guaranteed. You are required to take all steps necessary to ensure continuity of your data.
Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CA01 Bachelor of Creative Arts
- Cite and discuss a broad and coherent knowledge of historical and contemporary cultural contexts for creative practice, including the contribution of Aboriginal and Torres Strait Islander knowledges.
Relates to: ULO1, ULO2, Comparative music analysis, Portfolio, Final Composition - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO1, ULO2, ULO3, Comparative music analysis, Portfolio, Final Composition - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO2, ULO3, Comparative music analysis, Portfolio, Final Composition - Demonstrate technical proficiency and a knowledge of contemporary digital practices and technologies in one or more disciplines and apply these in creative and critical settings.
Relates to: ULO2, ULO3, Comparative music analysis, Portfolio, Final Composition - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO2, ULO3, Comparative music analysis, Portfolio, Final Composition - Communicate, represent, and promote your work in ways relevant to your creative field.
Relates to: ULO2, ULO3, Comparative music analysis, Portfolio, Final Composition - Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
Relates to: ULO1, Comparative music analysis, Portfolio - Work productively as a leader and collaborator in disciplinary and interdisciplinary practices.
Relates to: ULO2, ULO3, Comparative music analysis, Portfolio, Final Composition - Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
Relates to: ULO1, ULO3, Comparative music analysis, Portfolio, Final Composition - Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
Relates to: ULO2, Portfolio, Final Composition - Operate with initiative, ethical judgement and professionalism, both alone and in groups.
Relates to: ULO2, Portfolio, Final Composition